Fallibility Salience Increases Intellectual Humility: Implications for People's Willingness to Investigate Political Misinformation.

The spread of online political misinformation has ramifications for political polarization, trust in political systems, and the functioning of democracy. In this article, we advance findings on investigative behaviors-actions aimed at determining the veracity of information encountered online-in response to political misinformation. Across three preregistered studies (N = 889), we find that investigative behaviors increase accuracy discernment of political misinformation (Study 1), that intellectual humility reliably predicts investigative behaviors in this context (Study 2), and test a novel fallibility salience manipulation to increase intellectual humility (Study 3). We discuss the implications of these findings for reducing the impacts of political misinformation.

Predictors and consequences of intellectual humility.

In a time of societal acrimony, psychological scientists have turned to a possible antidote - intellectual humility. Interest in intellectual humility comes from diverse research areas, including researchers studying leadership and organizational behaviour, personality science, positive psychology, judgement and decision-making, education, culture, and intergroup and interpersonal relationships. In this Review, we synthesize empirical approaches to the study of intellectual humility. We critically examine diverse approaches to defining and measuring intellectual humility and identify the common element: a meta-cognitive ability to recognize the limitations of one's beliefs and knowledge. After reviewing the validity of different measurement approaches, we highlight factors that influence intellectual humility, from relationship security to social coordination. Furthermore, we review empirical evidence concerning the benefits and drawbacks of intellectual humility for personal decision-making, interpersonal relationships, scientific enterprise and society writ large. We conclude by outlining initial attempts to boost intellectual humility, foreshadowing possible scalable interventions that can turn intellectual humility into a core interpersonal, institutional and cultural value.

Growth-Mindset Intervention Delivered by Teachers Boosts Achievement in Early Adolescence.

School underachievement is a persistent problem in the United States. Direct-to-student, computer-delivered growth-mindset interventions have shown promise as a way to improve achievement for students at risk of failing in school; however, these interventions benefit only students who happen to be in classrooms that support growth-mindset beliefs. Here, we tested a teacher-delivered growth-mindset intervention for U.S. adolescents in Grades 6 and 7 that was designed to both impart growth-mindset beliefs and create a supportive classroom environment where those beliefs could flourish (N = 1,996 students, N = 50 teachers). The intervention improved the grades of struggling students in the target class by 0.27 standard deviations, or 2.81 grade percentage points. The effects were largest for students whose teachers endorsed fixed mindsets before the intervention. This large-scale, randomized controlled trial demonstrates that growth-mindset interventions can produce gains when delivered by teachers.

Clarifying the Content of Intellectual Humility: A Systematic Review and Integrative Framework.

During the last decade, intellectual humility has gone from a topic of philosophical inquiry to one of serious scientific investigation. It has been variously described as a remedy for political polarization, a tool for advancing scientific credibility, and a disposition that promotes learning. However, less attention has been paid to how intellectual humility has been defined and measured or how well psychologists' definitions and measures align with one another or with philosophers' accounts. Through a systematic review of empirical intellectual humility research, we identified 18 separate definitions and 20 measures including16 unique questionnaires. We then synthesized this research to advance a new framework of intellectual humility. Implications of this framework for measurement and future research on intellectual humility are discussed.